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Original Research
Interactive workshops as a learning and teaching method for primary healthcare nurses
Submitted: 19 March 2021 | Published: 10 December 2021
About the author(s)
Eva Mukurunge, School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South AfricaMarianne Reid, School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
Annali Fichardt, School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
Mariette Nel, Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
Abstract
Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring.
Aim: To describe interactive workshops as a learning and teaching method for PHC nurses.
Setting: Primary healthcare clinics.
Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.
Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and (< 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops.
Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.
Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.
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